Comprehensive Test Of Basic Skills Research Articles

Predictive Validity of the Matrix Analogies Test-Short Form

This study examined the predictive validity of the Matrix Analogies Test Short Form (MAT-SF), a recently available nonverbal test of cognitive ability, with the Comprehensive Test of Basic Skills (CTBS). There were no significant differences, as expected, between the CTBS composite scores but the MAT-SF score was found to be significantly lower than all of the CTBS composite scores. This finding is similar to ones reported in the literature with other academic tests for samples of regular education children. The MAT-SF correlated significantly with all areas of the CTBS composite and spelling scores. The findings of this study and suggestions for the use of the MAT-SF as a screening instrument in the assessment of exceptional children are discussed.

Teacher expectations and cognitive style: Implications for students’ academic achievement

This study investigated the effects second and fifth grade teachers' expectations and cognitive styles have on their students' academic achievement. Second and fifth grade teachers (20 from each grade) and a sample of their students (six males and six females) were administered the Embedded Figures Test to be identified as more FD or Fl. After school had been in session four weeks, the teachers ranked their students' academic competence. The students' achieve-ment scores on the Comprehensive Tests of Basic Skills (CTBS) were recorded twice over a one year period. Deviation scores, the extent to which teachers deviated in ranking their students on academic competence in comparison to rankings on the first CTBS score, were computed. Pre- and post-CTBS scores provided the students' gains on this achievement test. A multiple regression analysis identified a relationship between the students' CTBS gains and the teachers' cognitive styles and discrepancy scores. The students with the Flteachers achieved significantly higher achievement gains than did those students with the FD teachers. The Fl teachers' students achieved higher gain scores than did the FD teachers' students.

Controlled trial of vitamin-mineral supplementation: Effects of intelligence and performance

615 schoolchildren were examined on multiple measures of intelligence, randomly assigned to one of four treatment groups for 12 weeks, and post-tested on the same measures of intelligence. One cohort received placebos while the other three were given different strength vitamin-mineral supplements. The trial was completed under ‘blind’ conditions, i.e. the subjects, the testers, and the scientists conducting the data analyses did not know any subject's group assignment. This created a triple-blind placebo-controlled, classical design capable of determining whether supplements could produce significant gains in standardized validated indices of intelligence/performance. The study was carried out in Stanislaus County, California, using 4 different schools. Results showed that for non-verbal Wechler Tests there were highly significant improvements in I.Q., whereas for the verbal tests there were none; a conclusion expected on the basis that ‘fluid’ intelligence, as measured by the non-verbal test, might be improved by supplementation, whereas ‘crystallized’ ability tests (verbal tests) would be unlikely to be so improved. This difference was predicted on the basis of previous studies also finding similakr results. Other tests (Raven's Matrices, the Comprehensive Test of Basic Skills, the Matrix Analogies Test, and measures of Reaction Time and Inspection Time) gave additional confirmatory evidence on the contribution which supplementation of the diet by vitamins and minerals can make to the improvement of I.Q.

Impact of a full‐time integrated program on the achievement of nonhandicapped and mildly handicapped children

Abstract We compared achievement gains of mildly handicapped and nonhandicapped third graders in a full‐time integrated program, Team Approach to Mastery (TAM), with gains of similar students in regular classrooms and resource‐room programs. Comparisons of residualized gain scores on the Comprehensive Test of Basic Skills showed that nonhandicapped students made substantially greater gains in full‐time integrated TAM classrooms than both mildly handicapped students in the same classrooms and nonhandicapped students in regular classrooms. Although mildly handicapped students in integrated TAM classrooms tended to experience greater gains than students in resource rooms, differences were significant only in math. Overall, results indicated the effectiveness of the TAM model, particularly when achievement gains of nonhandicapped and mildly handicapped students are contrasted with those reported in a more popular, and complex, integrated classroom model.

Evidence of bias in predictive validity on the Kaufman assessment battery for children in samples of Anglo and Mexican American children

Possible bias in the differential predictive validity of the Kaufman Assessment Battery (K-ABC) was investigated with 76 Anglo and 90 Mexican American fifth- and sixth-grade boys and girls. All children were English-speaking and from similar socioeconomic backgrounds. The criterion variable was the Comprehensive Tests of Basic Skills (CTBS; Language, Reading, Mathematics, and Total Scores). Several statistical techniques were used to investigate test bias (examination of predictive validity coefficients; two methods of examining homogeneity of slopes of the regression lines). The results showed considerable evidence of bias in differential predictive validity, indicating that the global cognitive score of the K-ABC (the Mental Processing Composite) was less effective in predicting CTBS scores for the Mexican American group than for the Anglo group.

Navajo Adolescents Scores on a Primary Language Questionnaire, the Raven Standard Progressive Matrices (RSPM) and the Comprehensive Test of Basic Skills (CTBS): A Correlational Study

One hundred twenty-four Navajo 14, 15, and 16 year-old regular classroom adolescents from schools in Arizona and New Mexico were administered three instruments: a Primary Language Questionnaire, the Raven Standard Progressive Matrices (RSPM) and the Comprehensive Tests of Basic Skills (CTBS). Correlations between the RSPM scores and CTBS achievement levels ranged from the upper .30's to the upper .40's, and all were significant at the .01 level. Correlational data indicated that the agreement between RSPM and CTBS scores was higher for female than for male students. Norms were established for this sample of Navajo adolescents on the Raven. Interpretations of the findings include implications for educators and psychometricians working with Navajo adolescents. Also included is a discussion of these findings as they relate to cultural sensitivity in testing, and research questions for future exploration.

Three Studies of the Validity of the Kaufman Test of Educational Achievement

The current investigation assesses the construct validity of the Kaufman Test of Educational Achievement (K-TEA) via correlations with widely used group administered tests of academic achievement. Three separate samples were administered the Comprehensive Form of the K-TEA and a group administered achievement test; the Comprehensive Test of Basic Skills, Stanford Achievement Tests, or Metropolitan Achievement Tests. Mean scores on the measures were quite similar. Correlations of the K-TEA with the group measures were quite high, supporting its potential utility as an achievement screener. Needed additional validation studies and practical assessment issues are discussed.

Can learning disabled students effectively use separate answer sheets?

101 regular class and learning disabled students were administered three subtests of the Comprehensive Test of Basic Skills for which all correct answers had been identified in the students' test booklet. Analysis of the completed separate answer sheets indicated that learning disabled students answered fewer total items than their nondisabled peers but did not differ with respect to percent of items answered correctly. In addition, nonsignificant differences were found for number of answer spaces filled in outside the line. Implications for further research and training are given.

The Concurrent Validity of the Peabody Picture Vocabulary Test-Revised Relative to the Comprehensive Tests of Basic Skills

In this investigation the relationship was explored between the Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Comprehensive Tests of Basic Skills (CTBS). The sample consisted of 61 randomly selected elementary school students. The PPVT-R was correlated positively and significantly with all CTBS tests with the exception of Mathematics Computations. Obtained correlations ranged from .09 to .57. Highest correlations fell within the moderate range (.40 to .60). The levels of obtained correlations were sufficient to recommend the use of the PPVT-R as a screening instrument for identification of pupils with academic problems.

Effects of Whole Class, Ability Grouped, and Individualized Instruction on Mathematics Achievement

Achievement and attitudinal effects of three mathematics instruction methods directed in varying degrees toward accommodating diversity in student performance levels were compared in two randomized field experiments. Treatments included an individualized model, Team Assisted Individualization (TAI); an ability grouped model, Ability Grouped Active Teaching (AGAT); a group-paced model, the Missouri Mathematics Program (MMP); and, in Experiment 2 only, untreated Control classes. Analysis of Comprehensive Test of Basic Skills (CTBS) Computations scores adjusted for pretests indicated that in both experiments, TAI and AGAT exceeded MMP. TAI, AGAT, and MMP also exceeded Control. No effects on CTBS Concepts and Applications were found, and there were no treatment by prior achievement interactions on either scale. Effects on Liking of Math Class and Self-Concept in Math generally favored TAI.

Assessment of a Primary School Educational Program

Historically, governmental reaction to perceived educational deficit has been to establish new programs, as did the Florida legislature (the Primary Education Program) (3) to implement in Grades K-3 appropriate instructional strategies for prereading readiness, precomputational skills, auditory discrimination, visual perception, and kinetic and motor skills. Evaluation of the program was completed in an east central Florida school district. Over the past five years the district has administered a test of motor, visual, auditory, and language status to kindergarten children, The Yellow Brick Road (4). In Grade 2 each pupil was given the Comprehensive Test of Basic Skills (1) with specific subscales of reading, language, and mathematics (2). Transition to the program created a unique quasi-experimental, time-lagged situation so students in and out of the program could be compared on academic achievement. Since the program had not begun, the 1979 group served as controls. A second pool of similar pupils in the new program in 1980 were designated the experimental group. Samples involved about 37 schools. 500 teachers, and 12,000 children. Groups, compared on age, gender, and racial composition, were equivalent. Randomly selected samples (programs = 227 and nonprograms = 223) were drawn from each population and differences in scores on the Yellow Brick Road and Comprehensive Test of Basic Skills compared by multivariate analyses of variance. Also, univariate P ratios were computed for each score. The multivariate test for scores on the Yellow Brick Road was nonsignificant (P,,M = 2.28, p < .06), which established the groups' equivalence on these scores. Means, standard deviations, and P ratios for scores on the Comprehensive Test of Basic Skills in the table show a significant over-all difference between the two groups (P3,rro = 5.19, ? < .01). Each univariate P ratio indexed a significant difference favoring children In the program on reading. language, and mathematics. These such programs designed for early intervention with young children may improve their academic functioning, but the differences observed here were small and might well be related to uncontrolled factors.

Effects of Whole Class, Ability Grouped, and Individualized Instruction on Mathematics Achievement

Achievement and attitudinal effects of three mathematics instruction methods directed in varying degrees toward accommodating diversity in student performance levels were compared in two randomized field experiments. Treatments included an individualized model, Team Assisted Individualization (TAI); an ability grouped model, Ability Grouped Active Teaching (AGAT); a group-paced model, the Missouri Mathematics Program (MMP); and, in Experiment 2 only, untreated Control classes. Analysis of Comprehensive Test of Basic Skills (CTBS) Computations scores adjusted for pretests indicated that in both experiments, TAI and AGAT exceeded MMP. TAI, AGAT, and MMP also exceeded Control. No effects on CTBS Concepts and Applications were found, and there were no treatment by prior achievement interactions on either scale. Effects on Liking of Math Class and Self-Concept in Math generally favored TAI.

A Validity Study of the WISC-R Coding B Subtest

The purpose of this study was to determine empirically the factors contributing to performance on the Coding B subtest of the WISC-R. A memory task derived from the Coding B subtest, an aural memory task, and a motor speed task were administered to 205 elementary school children. Hierarchical multiple regression analyses revealed that the derived memory task and the motor speed task independently accounted for 9% and 10%, respectively, of the Coding B subtest variance. In addition, the derived memory measure and the aural memory measure both related independently to performance on the Comprehensive Test of Basic Skills. It was concluded that performance on the Coding B subtest cannot be accounted for uniquely by a derived memory task or a motor speed task.

Researching a Spelling Method with Third and Fourth Graders

This study compared a new method for acquisition of spelling with a traditional method over 9 wk. for 181 third and 188 fourth graders. The covariates were pre-spelling, post-mathematics, and post-reading scores. Analysis of covariance showed statistically significant improvement in the raw scores on the Comprehensive Test of Basic Skills for the fourth graders but not for the third graders.

The McCarthy scales and Kaufman's McCarthy short form correlations with the comprehensive test of basic skills

The purpose of the present investigation was to examine the predictive validity of Kaufman's short form version of the McCarthy Scales of Children's Abilities for samples of English-speaking and Spanish-speaking Mexican-American children. Comparisons of the observed correlations between the McCarthy General Cognitive Index (GCI) and Kaufman's estimated GCI with academic achievement (as measured by the Comprehensive Tests of Basic Skills) showed that the conventional McCarthy and Kaufman's short form predicted achievement about equally well. Implication of this finding was discussed in light of supportive evidence for the validity of the Kaufman short form and in the context of screening of culturally diverse children.

Evaluating Effects of Nonclass Experiences on Students' Educational Aspirations and Academic Achievement

The present study investigates the extent to which high school students' participation in extracurricular activities affects their postsecondary aspirations and academic achievement. The Comprehensive Test of Basic Skills, the Brown-Holtzman Survey of Study Habits and Attitudes, and the Nonclass Experiences Questionnaire were administered to 119 high school students from a large urban school district. Two-stage least squares regression analyses indicate that nonclass activities have positive effects on students' educational aspirations but negative effects on students' academic achievement.

The effects of pre‐organized reading material on the comprehension of fourth and fifth grade readers

Abstract This investigation attempted to determine if differences in reading comprehension would result from three grapho‐syntactic organizations. Good and poor comprehenders in fourth and fifth grades, matched for sex, grade level, and vocabulary score on the Comprehensive Test of Basic Skills, completed three cloze tests which conformed to three grapho‐syntactic organizations. The dependent variable was the number of correct responses achieved on the cloze tests. The results indicated that the grapho‐syntactic organization which divided sentences into meaningful units and one which divided sentences into random units were comprehended significantly better than was the regular paragraph format for all groups of subjects. The results of the present study support a conclusion that some young readers may profit from pre‐organized reading material. The syntactic nature of the unit employed appears to be less critical than the fact that a unit smaller than the sentence is employed.

Relationship between Cognitive Style and Teachers’ Perceptions of Young Children’s Academic Competence

The study investigated the significance of matching cognitive style of first- and third-grade students to their teachers. The Articulation of the Body-Concept Scale was administered as a measure of cognitive style to 20 first- and 20 third-grade female teachers and a sample (480) of six boys and six girls for each teacher. Teachers ranked their students according to their judgment of the students’ academic competence. Discrepancy scores were obtained based on the degree to which teachers differed in ranking their students in comparison to rankings on the Comprehensive Tests of Basic Skills. A repeated measures analysis of variance indicated statistically significant main effects for grade level and a statistically significant interaction among the cognitive styles of teachers in ranking their matched and mismatched students according to sex in relation to the students’ academic achievement scores.

Predicting Academic Achievement of Mexican American Children: Preliminary Analysis of the Mccarthy Scales

Guided by Public Law 94-142 in which it is mandated that assessment instruments be validated for specific use on exceptional populations, the intent of the present study was to examine the effectiveness of the McCarthy Scales of Children's Abilities in predicting school achievement (as measured by the Comprehensive Tests of Basic Skills) for 31 English-speaking, second-grade Mexican American children. It was found that the validity coefficients between McCarthy Scale scores and total Reading/Mathematics achievement scores ranged from .39 to .75. The observed r of .75 between the McCarthy General Cognitive Index and Reading achievement was of comparable magnitude to what has been found in the literature. The finding that the Verbal Scale was the least valid composite predictor of Reading Achievement was discussed in the context of psychometric and cultural considerations. It was concluded that in light of other McCarthy research on Mexican American children and the findings of the present study, the McCarthy appears to be a promising tool in the assessment of English-speaking Mexican American children.

Incarceration and the Rate of Achievement of Learning Disabled Juvenile Delinquents

This study investigated the effect of incarceration on the academic growth of learning disabled juvenile delinquents as well as the relationship between rate of achievement during incarceration and tenure in the institution. Achievement growth was determined by the Comprehensive Test of Basic Skills, Form S. The results showed that incarceration did increase academic achievement but that a negative relationship existed between tenure and achievement rate.